http://hdl.handle.net/20.500.14346/2009 Wed, 22 Apr 2026 16:42:58 GMT 2026-04-22T16:42:58Z http://hdl.handle.net/20.500.14346/2016 120 hour / Tesol certification / Course manual Our TESOL course textbook synthesizes that accumulation of knowledge into a practical approach to teaching English as a foreign language. It's a textbook for prospective and new teachers who need to learn how to walk into a classroom and effectively accomplish communicative objectives. The book speaks both to those who are in English as a Second Language context and to those who are in English as Foreign Language situations. And the book is designed to be read and studied and enjoyed by those with little or no previous work in linguistics, psychology, or second language acquisition. http://hdl.handle.net/20.500.14346/2016 http://hdl.handle.net/20.500.14346/2015 Teaching English to children Scott, Wendy A.; Ytreberg, Lisbeth H. This book is full of ideas and activities which can be adapted for use with children of any age and it gives much practical advice on the planning of lessons and the organisation of the classroom. Tue, 01 Jan 1991 00:00:00 GMT http://hdl.handle.net/20.500.14346/2015 1991-01-01T00:00:00Z http://hdl.handle.net/20.500.14346/2013 Teaching young children mathematics Schwartz, Sydney L. Children learn mathematics most effectively in contexts that are meaningful to them. Realizing the potential of these contexts for fostering young children's mathematical learning while nurturing and challenging them, requires knowledge of mathematics as well as of child development. Avoiding the debates surrounding hands-on learning vs. direct instruction, the author focuses on the value of different contexts for learning, and illustrates ways to genuinely engage children as active learners. The work is rich with examples of children's interactions with each other and with adults as they utilize and extend their understanding of mathematics. Examples and guidelines for developing lessons and activities will be useful to educators and parents. Chapters explore how we underestimate young children's mathematical capabilities; how appropriate sequencing of learning and building on prior knowledge will enhance understanding; what teachers, including parent-teachers, need to know; and high-stakes testing. This is a work that brings together the connections between knowing the basics and constructing knowledge in accessible and practical ways. Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/20.500.14346/2013 2005-01-01T00:00:00Z http://hdl.handle.net/20.500.14346/2012 Teaching mathematics creatively Pound, Linda; Lee, Trisha The authors would like to thank the staff and creative associates at MakeBelieve Arts for allowing us to incorporate several case studies that are drawn directly from the company’s work. We would particularly like to thank Jen Lunn and Isla Tompsett for their creative input into the development of the Creative Approaches to Mathematics programme at MakeBelieve Arts. Thanks are also due to Jeannie Hughes and her staff for their contribution and their positive and creative approach! Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/20.500.14346/2012 2011-01-01T00:00:00Z